Language Learning in Anglophone Countries Challenges, Practices, Ways Forward / edited by Ursula Lanvers, Amy S. Thompson, Martin East.

Language Learning in Anglophone Countries Challenges, Practices, Ways Forward /

This edited book focuses on the state of language learning in Anglophone countries and brings together international research from a wide range of educational settings. Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic...

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Bibliographic Details
Corporate Author: SpringerLink (Online service)
Other Authors: Lanvers, Ursula (Editor), Thompson, Amy S. (Editor), East, Martin (Editor)
Format: Electronic eBook
Language:English
Published: Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2021.
Edition:1st ed. 2021.
Subjects:
Language and education.
Education.
Philology.
Language policy.
Education and state.
Online Access: Full text (Wentworth users only)
Table of Contents:
  • Chapter 1: Introduction (Ursula Lanvers, Amy S. Thompson and Martin East)
  • Part 1: Challenges to Language Learning in Anglophone Countries: Observations from School Education
  • Chapter 2: Language Learning in New Zealand's Schools: Enticing Opportunities and Enduring Constraints (Martin East)
  • Chapter 3: The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach (Jennifer Bruen)
  • Chapter 4: English Monolingualism in Canada: A Critical Analysis of Language Ideologies (Andrea Sterzuk and Hyunjung Shin)
  • Chapter 5: Shifting Ideologies: The Seal of Biliteracy in the United States (Charlotte R. Hancock and Kristin J. Davin)
  • Chapter 6: Choosing Language Options at Secondary School in England: Insights from Parents and Students (Ursula Lanvers and Christopher Martin)
  • Chapter 7: Why Does Northern Ireland Have No Primary School Languages? A Review of the Interplay Between Languages and Politics in Northern Ireland (Ian Collen)
  • Chapter 8: Language Education in Australian Primary Schools: Policy, Practice, Perceptions (Shannon Mason and John Hajek)
  • Part 2: Challenges to Language Learning in Anglophone Countries: Observations from Higher Education
  • Chapter 9: University Language Policy and Planning in the United Kingdom: Modern Foreign Languages Teaching and Learning (Anthony J. Liddicoat)
  • Chapter 10: LOTEs in US Universities: Benefits, Trends, Motivations, and Opportunities (Amy S. Thompson)
  • Chapter 11: Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions (Harumi Minagawa and Dallas Nesbitt)
  • Part 3: Ways Forward through Immersion, Lifelong Learning and CLIL
  • Chapter 12: Study Abroad for Anglophones: Language Learning through Multilingual Practices (Rosamond Mitchell and Nicole Tracy-Ventura)
  • Chapter 13: Learn From the Experts: Collaborative Language Learning and Language Ideology Awareness (Mara R. Barbosa)
  • Chapter 14: Content and Language Integrated Learning in England: Missed Opportunities and Ways Forward (Kim Bower)
  • Chapter 15: Heritage Language Maintenance in New Zealand (Louisa Buckingham)
  • Part 4: Ways Forward Through Online and Virtual Activities
  • Chapter 16: Online Language Learning in New Zealand's Primary Schools: Exploring the Impact of One Initiative (Constanza Tolosa, Martin East and Michael Barbour)
  • Chapter 17: Developing Multilingual Language Awareness through German-English Online Collaboration (Diana Feick and Petra Knorr)
  • Chapter 18: Best of Both Worlds? Developing Integrative Blended Learning for French, Italian and Spanish Beginners at Tertiary Level in Aotearoa/New Zealand (Deborah Walker-Morrison, Gabriella Brussino and Nicola Gilmour)
  • Chapter 19: How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom? (James Innes and Alan Huang)
  • Part 5: Ways Forward through Plurilingual Approaches in the Language Classroom
  • Chapter 20: A Plurilingual Approach to Revitalize L2 Teaching and Learning: An Example from Ireland (David Little and Déirdre Kirwan)
  • Chapter 21: Using Critical Language Awareness to Disrupt Global English Hegemony in US Higher Education (Emma R. Britton)
  • Chapter 22: Thinking Beyond 'Languaging' in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course (Rebekah R. Gordon, Heather L. Reichmuth, Lee Her and Peter I. De Costa)
  • Chapter 23: Preparing Monolingual Teachers of Multilingual Students: Strategies That Work (Qianqian Zhang-Wu)
  • Chapter 24: Resistance to Monolingualism: School Principles and Head of Languages' Voices on Factors That Promote and Deter Languages Education in Queensland, Australia (Adriana Díaz, Marisa Cordella and Fabiane Ramos Buckingham)
  • Chapter 25: Conclusion (Ursula Lanvers, Amy Thompson and Martin East).

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